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I-I_WIS4H: Interdisciplinary Intercultural Research on Wellbeing in Schools for Health

Kazakhstan Student Wellbeing Project Logo

Between 2015 and 2017 the Faculty of Education and Nazarbayev University Graduate School of Education partnered to examine school children’s wellbeing and engagement in Kazakhstan. The collaborative research process commenced in April 2015 and concluded in May 2017. Funding was provided by the Newton-Al-Farabi Partnership Programme www.britishcouncil.kz/newton-al-farabi and coordinated by the JSC Science Fund and the British Council.


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The main aim of the project was to adapt Western constructs and scales of wellbeing to provide a culturally sensitive and appropriate instrument that will assist in identifying and then improving students’ wellbeing across the older age range of children in secondary schools. This work builds on previous work on student well-being in the UK carried out at the Faculty of Education. www.educ.cam.ac.uk/research/projects/creativepartnerships/

Project Details

In order to develop culturally sensitive tools to capture young people’s wellbeing, the project comprised 4 phases of data collection to enable an instrument to be iteratively developed and refined.

The first phase of the project commenced in May 2015 and included a scoping visit to examine the performance of a UK wellbeing scale previously developed by the project PI, and to conduct a first inquiry into how wellbeing in schools is conceived and managed.

The second and third phases took place in November 2015 and May 2016 and involved the application of an improved and contextualised wellbeing instrument in a repeated measures design and more detailed inquiry into the construct of wellbeing in Kazakhstan.

The final phase included a further wave of data collection in different locations to further validate the instrument. In total, 55 schools in 15 different locations across Kazakhstan have been visited. Over 7500 young people have been involved in the instrument development by completing the different versions of the evolving questionnaire. Furthermore, over 180 people have taken part in interviews with students, teachers, school psychologists, school administrators and others with responsibility for young people’s wellbeing to help develop understandings of young people’s wellbeing in Kazakhstan.

Engagement with key education stakeholders has taken place during all data collection phases and a number of roundtables have been held. Further details of key outcomes and dissemination can be found under ‘outputs’.

For more information on the project please contact the Education Reform and Innovation team on ERI@educ.ac.uk in the first instance.